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Running Head: STUDENTS AND DOWN SYNDROME

Students and Down Syndrome in the Classroom

Joni Everett

University of Arkansas at Little Rock

Classroom Interactions
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Introduction

Down syndrome was established as a condition in 1866 when John

Down published his description of it. Since then, a plethora of research has

been conducted about this syndrome (What is Down Syndrome 2012). We

have learned that Down syndrome occurs when a child has an extra copy of

chromosome 21. This happens when the division of the egg splits incorrectly

with one having 22 and the other having 24. This is called nondisjunction.

Once the egg is fertilized, the extra chromosome stays with the zygote which

then becomes a baby. Some of the physical attributes that people with Down

syndrome have include flat noses, upturned eyes, and low muscle tone. They

also have more health issues than the average person such as vision,

hearing, and heart problems.

Despite all of this, students with Down syndrome are more alike than

different. They have their own emotions and attitudes just like other people.

In the United States, one in every 691 children are born with this condition.

This makes it the most common chromosomal condition (What is Down

Syndrome 2012). The mothers age can be a factor in the child having Down

syndrome; as she gets older, the chance increases.

Students who have Down syndrome are normally under special

education. Thus, they are in inclusion classes. This does not mean that they

are any less intelligent than the average student who is regular classes. They

can do assignments and can learn. Being in a positive environment with


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children their age can help them understand not only academic factors but it

can help them grow socially.

Down syndrome in the classroom

Like mentioned previously, students with Down syndrome are more

likely to have health problems later on in life. Because of this, teachers need

to keep in contact with the parents to be updated on the students well

being. Having this connection can let the parents know you care for their

child and want them to succeed in the classroom. Based on what the health

problems are, the teacher can better prepare the classroom for the student.

For example, if the student who has Down syndrome has recently been

diagnosed with a vision problem, sit them closer to the front of a classroom.

Attention deficit hyperactivity disorder (ADHD) is also very common among

children with Down syndrome. If this is the case, the teacher must prevent

anything that might be a distraction to the child. Dont let them sit by

windows because it could prevent them from paying attention to the lesson.

It also helps to teach with visuals that will help them stay focused. It will help

the student if pictures are tied to words being said. In a study by Biederman

and Freedman (2007), they examined an inclusion class that included

students with Down syndrome. In the class, the students learned sign

language, and the teachers there claimed it had a high success rate. Sign
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language is a very visual subject matter which could have been why the

students caught on so quickly.

In the same way, it is very important for the parent to know what is

going on in the classroom. A parent has influence over a childs life. The

teacher needs to update them of things that the student is covering in the

classroom. This will help the child because they can keep the child on task

with homework and assignments. It will also help the classroom if the

teacher tells the parents problems the student is having, whether it be

school work or disruptions in class. At home, parents can keep control the

unwanted behaviour which will then show the child the correct way to act.

This could include interrupting, talking rudely, or anything along those lines.

Another thing is that students with Down syndrome typically do not

work well in big groups. A study done by Rietveld (2005), showed that a

student with Down syndrome who worked in smaller groups in an accepting

environment was able to focus more on the subject content and less on

teacher attention. This small group was chosen out of maturity level just for

the student with Down syndrome. Through this group, this student was able

to have proper role models in terms of behavior and engagement (Rietveld,

2005).

When assigning homework or take home assignments, students who

have Down syndrome may need a little extra attention. If it is a fairly large

assignment, it helps to break it down in parts. For example, if the teacher

assigns a paper to do the first step would be to look up sources towards the
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topic. Then the second step could be writing an introduction to the topic and

so on. This helps the student not get overwhelmed with the material and can

focus more on their work. Also, when giving the student instructions it is vital

that they understand. One way to do this is by repeating and rephrasing the

directions. It is beneficial to have them repeat to the teacher what they need

to do. Doing this helps them remember as well. They also may need extra

time on assignments or tasks. Teachers must be flexible.

Typically, students with Down syndrome learn slower than the average

person. They reach milestones later than other children. Because of their low

muscle tone, it is harder for them to walk and talk, thus they are not able to

do those until a later age. This needs to be a consideration in the classroom.

They may not be able to talk well so teachers need to be mindful of oral

presentations. Although they may act differently, a teacher should never

label the student with Down syndrome. They are not the condition. Always

say that the student has Down syndrome and not my Down syndrome

student (Barta, L. T., & Salinas, Y., 2010). Doing so is demeaning, they are

not their condition. Another thing that is important is to set rules in the

classroom so the other students are kind and fair to the student with Down

syndrome. Children can be cruel to others who are different. Classroom

norms need to be set in place so all students know what is expected of them.

Conclusion

Down syndrome is the most common chromosomal condition. Knowing

this, teachers need to take precautions and learn about it. The individuals
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who have Down syndrome are just like someone who isnt. They have their

own personalities and teachers need to work to bring out the best in them.

They can do this by taking time to give the student specific attention, but not

overdo it. They will take longer to understand, but they can get it. Teachers

must have patience and realize that not every person with Down syndrome is

the same.

Parents need to be involved in learning as well. They can help in and

outside of the classroom. It is important that the teacher and parent stay in

contact for the students benefit. Having the parent involved will also help

the student grow as a person. When teachers assign take home assignments,

they need to make sure and break down the process is smaller steps that are

easier to understand. Smaller groups will also help students with Down

syndrome learn and interact with children their age. People with Down

syndrome are still people. Teachers everywhere need to make proper steps in

the classroom to make them feel as such.


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References

Barta, L. T., & Salinas, Y. (2010). Supporting the student with down syndrome

in your classroom. Retrieved from

https://www.kcdsg.org/files/content/Supporting%20the%20Student%

20with%20Down%20Syndrome%20in%20Your%20Classroom-Teacher

%20Manual.pdf

Biederman, G. B., & Freedman, B. (2007). Modeling Skills, Signs and Lettering

for Children with Down Syndrome, Autism and Other Severe

Developmental Delays by Video Instruction in Classroom Setting.

Journal Of Early And Intensive Behavior Intervention, 4(4), 736-743.

National Down Syndrome Society. (2012). What is down syndrome. Retrieved

from http://www.ndss.org/Down-Syndrome/What-Is-Down-Syndrome/

Rietveld, C. (2005). Classroom learning experiences of mathematics by new

entrant children with Down syndrome. Journal Of Intellectual &

Developmental Disability, 30(3), 127-138.

doi:10.1080/13668250500204117

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